ANTI-BULLYING POLICY –a whole school approach The Great Hollands Anti-Bullying Policy provides a framework for changing attitudes towards bullying and helps create an ethos that does not tolerate the oppression of one person by another. Eliminating bullying is a whole school issue and must be addressed by the whole school working together to establish a safe emotional and physical environment. Our aim at Great Hollands School is to create an environment where everyone feels safe, respected and valued and where bullying cannot flourish. Objectives:1) The whole school community recognises that bullying and harassment are unacceptable and will take steps to see that it does not occur in Great Hollands School. 2) The whole school community will work together to create a safe learning environment based on mutual respect, tolerance and a respect for diversity. In practice, these objectives mean that all staff are familiar with and will implement the school’s policy so that children may feel safe, parents have confidence in our policy and incidents are dealt with both effectively and efficiently. Key elements of the above objectives are:1) We have a shared understanding of bullying as a problem 2) A shared understanding of the different forms of bullying 3) A shared resolve to eliminate bullying 4) The creation of a “telling” environment and the use of a range of interventions to address incidents when they happen 5) Recognition by teachers of their role in creating an anti-bullying ethos including their own interactions with the school community 6) The creation of classrooms that are safe and supportive 7) Staff obtaining back up help and appropriate training 8) The whole community examining their own behaviour

Created December 2015

Key Concepts for us to consider when establishing a whole school approach to eliminating bullying include:1) All children can be supported to learn new behaviours 2) Bullying is unacceptable behaviour 3) Great Hollands School should adopt zero tolerance of bullying 4) Create a “telling” environment where bullying is reported and that it is safe to tell. 5) Bullying is never the victims fault 6) Nobody deserves to be bullied 7) Adopt a problem solving approach for intervention where the effects of bullying are confronted by both sides and solutions to help the victim become happier are investigated.

The essential social and co-operative skills to be taught and to be encouraged are: 1) Good relationships with others and working co-operatively to achieve common goals 2) Taking responsibility for jointly decided actions and decisions 3) Learning to recognise, analyse and respond appropriately to discriminatory practices and behaviours 4) Acknowledging individual differences and demonstrating respect for the rights of all people 5) Demonstrating consideration for others through qualities such as tolerance, caring, fairness and generosity 6) Developing a sense of responsibility for the well being of others and for the environment 7) Developing the ability to negotiate and reach consensus 8) Respecting the rights of other people

The school curriculum, through its own practices and procedures will reinforce many of the above attitudes and values within and outside of the PSHE scheme of work. This policy statement needs to be shared with our children each year through school assembly and followed up in classes as appropriate.

Created December 2015

Great Hollands is a community that encourages positive self-esteem and strongly focuses on rewarding pupil’s efforts and achievements in all areas of school life. However, by the very nature of our diverse community, from time to time we will experience anti-social behaviour. If the incident is deemed to be bullying, then this policy seeks to provide clear guidance on procedures to support the victim and educate the perpetrator The nature of bullying There are many definitions of bullying but most would consider it to be:a) Deliberately hurtful b) Repeated over a period of time c) Difficult for victims to defend themselves against. Bullying can take many forms but there are four types: 1) Physical-hitting, kicking, taking belongings 2) Verbal-name calling, insulting, making offensive remarks 3) Indirect-spreading nasty stories about someone or someone’s family, exclusion from social groups, being made the subject of malicious rumours. 4) Cyber Bullying via social networking sites Name-calling is the most direct form. Pupils can be called nasty names because of their ethnic origin, nationality, colour, ability or some form of disability. In the short term When a bullying incident has been reported to an adult, the adult, where appropriate should, in the short term, listen carefully to all accounts. It is important not to make premature assumptions or give unambiguous responses. Having established the facts, ensure the victim is confident that action is being taken and they have the chance to have their say to the bully.(restorative justice) If a bullying incident has been discovered inform the Head teacher and parents of both parties. In addition, inform duty staff via the alert board.

Created December 2015

If a parent has reported a bullying concern to the class teacher, the teacher should respond to the parents within one working day and thereafter keep them regularly informed of developments. If bullying has not stopped: In the longer term, closely monitor the situation and keep written records of events as they unfold. Procedure for the victim-it is safe to tell-encourage the pupil to: 1) Talk to an adult 2) Talk to a friend 3) Trust the class teacher and/or Head teacher to investigate the problem If bullying is confirmed, the school will offer the following support strategies: a) Tight supervision b) Pupil friendship group support for the victim c) Counselling by the appropriate teacher Self-help strategies could include: a) Avoiding being alone b) Keeping adults in sight c) Staying calm in the presence of the bully d) Try to be more assertive-stand tall-look them in the eye Procedure for the bully If a pupil is proven to be bullying, the following strategies will be implemented: 1) Parents will be informed and sanctions implemented i.e. loss of privileges, close supervision at playtimes, counselling sessions etc. 2) In partnership with parents, a behaviour contract with clear targets will be drawn up if considered appropriate. These targets will include rewards and sanctions, which will encourage a change in attitude and encourage positive behaviour. 3) The contract will be reviewed regularly-initially weekly

Created December 2015

4) If the child’s attitude to other children does not change for the better and the bullying continues, the pupil can expect lunchtime exclusion, fixed term exclusion or even a permanent exclusion. 5) As a general rule, whole school strategies or intervention techniques may include circle time discussion, active playtimes organised by the games leader, peer mediator support, assembly themes and staff communication. Other advice and guidance Ensure that we as staff regularly visit the playground, corridors, toilets and/or other hidden corners during our duty day or in the normal carrying out of our every day duties. Provide opportunities for class groups to discuss bullying in role-playing situations devised so those pupils learn to cope better with bullies. Similarly, bullies need to be placed in situations, which require them to see things from the victim’s position. Victims of bullying often need their self-esteem raised through activities, which are designed to improve their social skills. They also need support from teachers and parents to counter their feelings of inferiority and guilt. Parents may need to be advised on how they may help their child. Bullies too need help to develop their social skills through working with others rather than in confrontational or competitive ways. Their parents need to be included in the discussions of how to change their child’s behaviour to that which is socially accepted. Teachers need to continue to devise ways of rewarding non-aggressive behaviour. This policy was ratified on December 2015 and will be reviewed on December 2017 Signed by the Headteacher …………………………………………………. Chair of Governors …………………………………………………. Designated Person (if appropriate) …………………………………………. Created December 2015